Effective or just practical? : an evaluation of an online postgraduate module on evidence-based medicine (EBM)

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dc.contributor.authorRohwer, Anke
dc.contributor.authorYoung, Taryn
dc.contributor.authorVan Schalkwyk, Susan
dc.date.accessioned2013-06-26T13:50:48Z
dc.date.available2013-06-26T13:50:48Z
dc.date.issued2013-05
dc.date.updated2013-06-07T19:13:02Z
dc.descriptionThe original publication is available at http://www.biomedcentral.com/1472-6920/13/77en_ZA
dc.descriptionPublication of this article was funded by the Stellenbosch University Open Access Fund.
dc.description.abstractTeaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. Methods We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. Results The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Conclusion Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students.en_ZA
dc.description.versionPublishers' Versionen_ZA
dc.format.extent9 p. : ill.
dc.identifier.citationRohwer, A., Young, T. & Van Schalkwyk, S. 2013. Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM). BMC Medical Education, 13(1):77, doi:10.1186/1472-6920-13-77.en_ZA
dc.identifier.issn1472-6920 (online)
dc.identifier.otherdoi.org/10.1186/1472-6920-13-77
dc.identifier.urihttp://hdl.handle.net/10019.1/80947
dc.language.isoen_ZAen_ZA
dc.publisherBioMed Centralen_ZA
dc.rights.holderAnke Rohwer et al.; licensee BioMed Central Ltd.en_ZA
dc.subjectEvidence-based medicineen_ZA
dc.subjectWeb-based instructionen_ZA
dc.titleEffective or just practical? : an evaluation of an online postgraduate module on evidence-based medicine (EBM)en_ZA
dc.typeArticleen_ZA
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